Relevant bibliographies by topics / Methodology of inquiry

Academic literature on the topic 'Methodology of inquiry'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Methodology of inquiry"

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Муттанен, А. "Formal Methodology." Logical Investigations 15 (November 30, 2009): 296–313. http://dx.doi.org/10.21146/2074-1472-2009-15-0-296-313.

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In general terms, methodology is a study of the entire scientific inquiry process: how science arrives at the posited goal. There are different kinds of goals for scientific inquiry. For example, goals may be epistemic (truth), aesthetic (simplicity) or several kinds of pragmatic goals (efficiency, economy, and explanatory power). It is not the concern of methodology what this goal happens to be. More generally, formal methods turned out to be effective tools in philosophical analysis, in the paper we will show this introducing the interrogative model and some basic properties of it, let us mention the covering law theorem. Finally we will formulate some philosophical implications of the model introduced.
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St. Pierre, Elizabeth Adams. "Writing Post Qualitative Inquiry." Qualitative Inquiry 24, no. 9 (October 9, 2017): 603–8. http://dx.doi.org/10.1177/1077800417734567.

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This article explains how writing served the author as a method of inquiry for several decades and how a long preparation using Derrida’s deconstruction, Foucault’s historical approaches, and Deleuze and Guattari’s experimental concepts slowly deconstructed conventional humanist qualitative methodology enabling post qualitative inquiry. The author encourages those who inquire now, after the ontological turn, to break the habit of rushing to preexisting research methodologies and, instead, to follow the provocations that come from everywhere in the inquiry that is living and writing.
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St.Pierre, Elizabeth Adams. "Haecceity: Laying Out a Plane for Post Qualitative Inquiry." Qualitative Inquiry 23, no. 9 (September 4, 2017): 686–98. http://dx.doi.org/10.1177/1077800417727764.

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This article traces 25 years of scholarship that used the concept haecceity to slowly deconstruct or deterritorialize conventional qualitative methodology and think post qualitative inquiry, which might help lay out a plane of inquiry that will enable new concepts and practices such as using concepts instead of methods to inquire.
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Gildersleeve, Ryan Evely, and Kelly W. Guyotte. "Readymade Methodology." Qualitative Inquiry 26, no. 8-9 (October 24, 2019): 1122–30. http://dx.doi.org/10.1177/1077800419881661.

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Neither inside, nor outside. Between art and non-art. Visual artist, Marcel Duchamp’s readymade art installations of the early 20th century mapped a space of between-ness, of liminality, through previously drawn boundaries in the art world. In this article, we put forth readymade methodology as a liminal approach to (post)qualitative research. Drawing from Duchamp’s readymade art installations, we situate dominant methodological practices as collections of ready-made techniques and technologies for interpreting the world (research as instrumentation); such processes, we argue, are distinct from readymade inquiry (research as immanent and multiplicitous). Readymade methodology disorients knowings and illustrates lines of flight produced from inversions of taken-for-granted technical application of research methods. In this article, we think methodology differently, not limiting ourselves to the constraints/comforts of conventional qualitative methodology. Just as Duchamp interrogated the in-between of art and everyday life, readymade methodology flourishes in/with the potentiality of twisted liminal spaces in (post)qualitative inquiry.
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Jung, Sangwon. "Inquiry of van Manen’s Hermeneutic Phenomenological Methodology." Korean Association for Qualitative Inquiry 4, no. 1 (March 15, 2018): 1–30. http://dx.doi.org/10.30940/jqi.2018.4.1.1.

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Engel, John D. "Introduction: Issues of Methodology in Qualitative Inquiry." Qualitative Health Research 2, no. 4 (November 1992): 373–74. http://dx.doi.org/10.1177/104973239200200401.

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Palmisano, Joseph Redfield. "John Henry Newman’s Methodology for Theological Inquiry." Newman Studies Journal 9, no. 2 (2012): 65–78. http://dx.doi.org/10.5840/nsj20129224.

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Palmisano, Joseph Redfield. "John Henry Newman’s Methodology for Theological Inquiry." Newman Studies Journal 9, no. 2 (2012): 65–78. http://dx.doi.org/10.1353/nsj.2012.0023.

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Appleton, Jane V., and Lindy King. "Constructivism: A Naturalistic Methodology for Nursing Inquiry." Advances in Nursing Science 20, no. 2 (December 1997): 13–22. http://dx.doi.org/10.1097/00012272-199712000-00003.

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Bresler, Liora. "Embodied Narrative Inquiry: A Methodology of Connection." Research Studies in Music Education 27, no. 1 (December 2006): 21–43. http://dx.doi.org/10.1177/1321103x060270010201.

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Dissertations / Theses on the topic "Methodology of inquiry"

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Dorogi, Daniel. "Comparative historical cultural inquiry, a multidisciplinary methodology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ61551.pdf.

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Kong, Moreno Maynard J. "Educating Scholars in Sciences through Inquiry Methodology." Revista de Química, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/99545.

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La problemática de la educación escolar en elLatinoamérica, particularmente en los cursos de cienciasnaturales en Primaria y Secundaria, ha inducido a la necesidadde reformular el modo de enseñanza tradicional. Entre otrasmetodologías, se espera que la Educación en Ciencias Basadaen la Indagación (ECBI) favorezca actitudes propias de unpensamiento crítico y científico en los educandos, lo cual esindispensable para el desarrollo científico-tecnológico de lospaíses de la región.A continuación se da a conocer algunas experiencias sobrecómo se lleva a cabo este proceso de indagación en las clasesescolares, los principios de esta metodología, las dificultadesen su aplicación y la necesidad de trazar los ejes de un planestratégico para su ejecución, desarrollo y evaluación ennuestro país.
Education issues in Latin American schools, particularly innatural sciences subjects at Primary and Secondary schoollevel, have caused the need to redefine traditional teachingmethods. Among other methodologies, it is expected that theInquiry-Based Science Education (ISBE) will favour attitudesproperly of critical and scientific thinking in students, whichis quite important for the scientific and technologicaldevelopment of the countries of this region.Experiences on how this inquiry process takes place inschool sessions, the principles of this methodology, difficultieson its application and the requirements to draw guidelines fora strategic plan, its execution, development and evaluation inour country, are shown next.
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Ashe, Ariel Sky. "Inquire Within: The Connection between Teacher Training in Inquiry Learning Methodology and Classroom Practice." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1988.

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This study describes the effects of an 11 week training for 2 preschool teachers focusing on systematizing an inquiry learning approach inspired by the literature on Reggio Emilia inspired practices. This study uses a qualitative, multi-methodology approach including interviews, examination of classroom documentation, and examination of the Broderick and Hong Cycle of Inquiry (© revised 2007) planning forms. Qualitative coding and narratives describe each teacher's data taken at 3 intervals in the study and describe changes, challenges, and successes in teacher practices. Results indicate that these teachers learned successful inquiry learning strategies and grew in both their understanding of the process and their ability to translate this to the classroom. Further studies are needed to determine the effects of adding administration to the mentoring process and if a short-term training can change long-term classroom practices.
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Shidmehr, Nilofar. "Poetic inquiry : a responsive methodology in research and education." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46160.

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My PhD dissertation explores a qualitative methodology of inquiry in the humanities, social ‎sciences, and education called poetic inquiry. The exploration takes place in three movements. ‎The first movement inquires into poetry, as a distinct form of expression from prose, that is ‎concentrated, performative, and affective, resulting from a unique creative process in which the ‎poet responds to her past experiences attentively. This process is promoted by the poet becoming ‎a self-for-an-other whom she presents in her poetry. Here, responsiveness is the lyrical dimension ‎of living that the poet brings to her writing to inspire it. The second movement is a collection of ‎my poetry written in Canada, responsive to the question of my identity as an Iranian-born woman ‎living in diaspora. The poetry is followed by an example of poetic inquiry that emerges out of an ‎intuition of the pathos of belonging/non-belonging and unhomeliness of the world experienced ‎by immigrants. Finally, the third movement includes both an examination of poetic inquiry as a ‎minor form of research distinct from prose-based methodologies and its application to the ‎discourse of the politics of recognition which informs major researches on immigrants’ identities ‎and their recognition in multicultural societies such as Canada. In poetic inquiry, the researcher ‎not only employs a conventional research methodology but, as a poet, also responds ethically to ‎her research in the same way a chorus in Greek drama responds to the dramatic narrative enacted ‎on the stage. This responsiveness is an invocation that makes discursive inquiry act in ways ‎different from its orderly operations so as to transform itself into poetic inquiry. Poetic inquiry ‎includes both customary research and responsiveness as the lyrical dimension of inquiry. I ‎advocate for re-inclusion of the lyrical in the realm of knowledge as research and education. By ‎adding lyrical sensibilities into education, we can restore coherence, enactive complexity, and ‎intensity to educational practices and renders them into educational poetics as termed by Gitlin ‎and Peck. To theorize poetic inquiry, I borrow concepts from philosophers, poetry scholars, ‎literary theorists, and poets such as Deleuze and Guattari, Levinas, Zwicky, Bakhtin, Bachelard, ‎Auden, and Leggo. ‎
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Mwaluko, George S. "An inquiry based intervention methodology for business management problems." Doctoral thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/9711.

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In this thesis different reasons for the failure of intervention efforts are explored. These reasons, which are at the level of theory, methodology and method, show that in the field of management intervention, there is a problem arising from conflicting opinions. For instance, at the level of theory, though writers agree that intervention efforts fail because they are based on theories that are inadequate, they differ on what an adequate theory is. Reasons given at the level of methodology and method also differ. For example, some attribute the failure of intervention efforts to their inability to deal with organizational processes, or organizational design. Yet, others blame the inability of intervention efforts to deal with organizational culture, or organizational politics, for their failure. A furthermore problem stems from the existence of different intervention methodologies. This presents organizations with the dilemma of not knowing which of these methodologies should be adopted. The main objective of this thesis therefore, is to conduct further research aimed at addressing this problem.
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Puglielli, Leanne. "Experiential Cooperative Inquiry as a methodology for effective change /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261485564.

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Wilcke, Juliane Charlotte. "An evaluation of means of inquiry into the biological evolution of consciousness." Thesis, University of Canterbury. Department of Psychology, 2010. http://hdl.handle.net/10092/5070.

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How can the biological evolution and functions of consciousness be studied? The purpose of this thesis was to determine not only what means of inquiry are available to do so but also how good they are or, more specifically, how promising they are with respect to the research goal of giving a scientifically respectable evolutionary explanation of consciousness. Because no suitable or easily adaptable evaluation system or set of evaluative criteria was available, I constructed a systematic tool for evaluating the promise of means of inquiry. The evaluation tool has three dimensions--relevance, efficacy, and practicality--with two criteria each, which are assessed independently (except for the relevance criteria) and synthesised into dimensional and promise scores. This tool served to evaluate, and advise on, 23 means of inquiry that have been used in the investigation of the evolution of consciousness, including its adaptation status and evolutionary functions. The core of the thesis is formed by the evaluation tool and its application. After establishing the need for an evaluation of means of inquiry in this area and presenting the evaluation tool constructed for this purpose, I apply the tool to arguments that consciousness is an evolutionary adaptation, to general reasoning strategies, and to evolutionary strategies. This thesis core is preceded by a contextual introduction to consciousness and evolutionary theory and by the dismissal of some sceptical positions. It is followed by a comparative review of the evaluation results and an evaluation of the evaluation tool. The main contributions of this research consist of the promise evaluation tool for means of inquiry, which is underpinned by a new evaluative theory and available for use by other researchers; and, through the tool's application, an improved understanding of means of inquiry and recommendations about which of them to use for the present research goal.
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Kreher, Harald. "Self-organisation and soft systems methodology : an inquiry into their mutual relationship and relevance." Thesis, Lancaster University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359855.

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McKay, Derek Murray. "Tensions between the rational and the conventional, critical reflections on the methodology of sociological inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0032/MQ30700.pdf.

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Watson, Heather. "A critical study of the multiview methodology : a poststructuralist textual analysis of concepts in inquiry." Thesis, University of Salford, 1995. http://usir.salford.ac.uk/14713/.

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This thesis considers the concept of information as meaning through the following research question: how can we work critically with a tradition of information systems development methodologies? Motivation for this derives from the way 'hard' methodologies have traditionally regarded information as structured data. This neglects 'soft' concerns for how people attribute meaning to data through a process of 'inward-forming' as they use data to make sense of a situation. The research is potentially important insofar as it considers how viewing information as structured data may have confused attempts at theory building. That is, if information is conceived of as structured data, then this may be reflected in how we conceive of a methodology's theory with the result that the meaning of a methodology becomes guaranteed by the theory. This gives rise to a prescriptive tradition of theory that is potentially misleading because it neglects the personal skills of those who use methodologies. This is investigated through a descriptive/interpretive research approach using a poststructuralist textual analysis of concepts in the theory and practice of a methodology. While structuralism views meaning as something static contained 'within' a text that readers passively consume, poststructuralism emphasises how readers actively derive meaning through their interactions with texts. In addressing the hermeneutic and deconstructive aspects of poststructuralism, the research draws on the philosophers, Paul Ricoeur and Jacques Derrida respectively. With regard to Derrida, deconstruction is used to argue how the main position asserted by a methodology's texts is undermined by elements within the texts themselves. This critically questions the foundations on which a methodology claims to be based. The general purpose is to build theories of methodology that address information as meaning. To this end, the thesis centres on four areas of investigation: it considers themes associated with linking 'hard' and 'soft' methodologies, investigates a specific methodology that links such approaches, raises a critical element by deconstructing concepts in inquiry, and considers implications for the relationship between theory and practice of methodology. The area of application for the research was Multiview Methodology (MVM) because it combines a range of existing methodologies that reflect 'soft' concerns for how people interpret meaning as well as a traditional 'hard' focus on structuring data for use on computerised information systems. The deconstructive approach used in this research is not yet common in the field of information systems. As such, this research is intended to contribute towards new critical strategies that challenge methodologies as conceptual systems in their own right as distinct from strategies that challenge their authors. Focusing on the conceptual implications of methodologies rather than their authors' intentions resulted in four main outcomes: a conception of paradigm as network, which refers to a shared conception of meaning, though commitments to beliefs in particular models vary from heuristic to ontological; a Trojan horse phenomenon, which refers to tendencies to reiterate limitations criticised in others; constraints of traditional print media insofar as these are associated with linear and static descriptions of methodology in use; and methodology as metaphor, which refers to the process through which we understand the unfamiliar in terms of the familiar thereby creating new concepts while still retaining aspects of our past experiences.
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Books on the topic "Methodology of inquiry"

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Economic methodology: An inquiry. Oxford: Oxford University Press, 2002.

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Essentials of qualitative inquiry. Walnut Creek, CA: Left Coast Press, 2009.

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Bruce, Bill. Teaching with inquiry. Annapolis, MD: Alpha Publishing Co., 1992.

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Inquiry dynamics. New Brunswick, N.J: Transaction Publishers, 2000.

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L, Raulin Michael, ed. Research methods: A process of inquiry. 8th ed. Boston: Pearson, 2013.

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Clandinin, D. Handbook of Narrative Inquiry: Mapping a Methodology. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2007. http://dx.doi.org/10.4135/9781452226552.

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Jean, Clandinin D., ed. Handbook of narrative inquiry: Mapping a methodology. Thousand Oaks, Calif: Sage Publications, 2007.

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K, Denzin Norman, and Lincoln Yvonna S, eds. Strategies of qualitative inquiry. 2nd ed. Thousand Oaks, CA: Sage, 2003.

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The conduct of inquiry: Methodology for behavioral science. New Brunswick, N.J: Transaction Publishers, 1998.

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Meehan, Eugene J. Social inquiry: Needs, possibilities, limits. Chatham, N.J: Chatham House, 1994.

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Book chapters on the topic "Methodology of inquiry"

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Chalquist, Craig. "Philosophy of the Methodology." In Terrapsychological Inquiry, 31–42. Abingdon, Oxon ; New York, NY : Routledge, 2020.|: Routledge, 2020. http://dx.doi.org/10.4324/9781003015796-2.

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Liu, Laura Blythe. "Aesthetic Narrative Inquiry Methodology." In Teacher Educator International Professional Development as Ren, 47–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-46971-2_4.

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Verde, Giuseppe. "Inquiry on Rehabilitation Methods." In Rehabilitation Methodology and Strategies, 3–9. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88504-5_2.

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Maier, Craig T. "Study Methodology." In Participatory Community Inquiry in the Opioid Epidemic, 59–62. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003243663-5.

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Van Assche, Annelies. "Field of Inquiry and Methodology." In Labor and Aesthetics in European Contemporary Dance, 37–70. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40693-6_3.

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Corbett, Michael. "Educational Research Methodology and Meditative Inquiry." In Engaging With Meditative Inquiry in Teaching, Learning, and Research, 251–56. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003128441-20.

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Bach, Hedy. "Composing a Visual Narrative Inquiry." In Handbook of Narrative Inquiry: Mapping a Methodology, 280–307. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2007. http://dx.doi.org/10.4135/9781452226552.n11.

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Morgan-Fleming, Barbara, Sandra Riegle, and Wesley Fryer. "Narrative Inquiry in Archival Work." In Handbook of Narrative Inquiry: Mapping a Methodology, 81–98. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2007. http://dx.doi.org/10.4135/9781452226552.n3.

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Freeman, Mark. "Autobiographical Understanding and Narrative Inquiry." In Handbook of Narrative Inquiry: Mapping a Methodology, 120–45. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2007. http://dx.doi.org/10.4135/9781452226552.n5.

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Islam, M. Rezaul. "Inquiry: A Fundamental Concept for Scientific Investigation." In Principles of Social Research Methodology, 3–14. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5441-2_1.

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Conference papers on the topic "Methodology of inquiry"

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Cline, David. "INDIAN SCIENCE TEACHERS RELUCTANCE TO ENGAGE IN INQUIRY METHODOLOGY." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0368.

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Lovászová, Gabriela, and Viera Michaličková. "Exploring Geolocation Data: An Inquiry-based Methodology Used in Lower Secondary Education." In 14th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2022. http://dx.doi.org/10.5220/0011036300003182.

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Tuzon, Paula, Javier Montero-Pau, and Sandra P. Tierno. "Are pre-service Primary School teachers prepared to teach science by inquiry?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5586.

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Inquiry-based science education (IBSE) focuses on the development of science process skills. This teaching methodology has been shown to be especially effective during Primary School as it allows children to explore and confront their own ideas about Nature. Also, a methodology based on process skills is coherent with the main purpose of this educational stage where children need to learn to do things. In order to implement a methodology based on science process skills Primary teachers need to know to use science process skills, and how to teach them. In this paper we address if Spanish pre-service teachers are able to implement IBSE. We focus on pre-service Primary School teachers and compare our results with in-service teachers and a random sample of non-teachers. We explore their level of knowledge about science process skills and if pre-service teachers know how to develop an inquiry-based learning sequence. An overview of the situation of science education and teaching of scientific skills among the degrees on Primary Education in Spain is also presented. Our results show that pre-service teachers have a lack of knowledge on science process skills and fail when they attempting to build a learning sequence based on inquiry.
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Menendez Alvarez-Hevia, David, Janet Lord, and Steven Naylor. "Being there? A Collaborative Inquiry into Attendance." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7899.

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There is a growing concern among universities over the levels of student absenteeism at teaching activities. Attendance is an increasingly important issue in the UK, but also internationally, for its impact on the student experience, academic performance and engagement. This article explores the topic of poor attendance in one of the larger universities in the UK, through a collaborative action research methodology that includes Education Studies lecturers and students as research partners. Initial findings suggest that attendance is conceptualised in different ways by different actors. We found that a key theme in understanding attendance and engagement was that students’ identities are multi-layered and complex, and that their identities as students are often interwoven. We also found that technology and the virtual world play a fundamental role in understanding practices and conceptualising attendance and engagement. Concerning this, the way that a Virtual Learning Environments is approached in our study illustrates how physical attendance is challenged (but also supported) as a privileged form of getting access to the knowledge presented in taught sessions.
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Peterlin, Judita, Vlado Dimovski, and Daniela Garbin Praničević. "Business Innovation Discovery with a Social Impact by Croatian Business Students through Appreciative Inquiry Methodology." In 36. mednarodna konferenca o razvoju organizacijskih znanosti, Portorož, Slovenija / 36th International Conference on Organizational Science Development, Portorož, Slovenia. Univerzitetna založba Univerze v Mariboru / University of Maribor Press, 2017. http://dx.doi.org/10.18690/978-961-286-020-2.57.

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Leighton Beaman, Michael. "By Proxy: Design Problems and Collaborative Inquiry." In AIA/ACSA Intersections Conference. ACSA Press, 2017. http://dx.doi.org/10.35483/acsa.aia.inter.17.4.

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Running parallel with the increase in partnered research initiatives in the fields of technology, medicine, and engineering, collaborations between private sector commercial or research organizations and academia are on the rise in architecture. There has been a recognition particularly in the last ten years of the value of incorporating design thinking into problem-solving across scales and industries. From focused material investigations to long-term strategic planning, those outside of academia are looking to architects and spatial designers to leverage their approaches and processes to address real world issues faced by communities, organizations, and businesses. Universities use these partnerships to fund research, offset capital expenses, and expand their influence. But these partnered research initiatives do not come without costs. The responsibility for companies and organizations is to see a return on their investment. Consequently, for universities, the academic freedom and maintaining of a clear pedagogy can be met with pushback. In addition, project goals and values do not always align, and expectations between partners can vary. This paper examines a number of strategies that address the inherent tension in partnered research design projects by reconfiguring stated problems into proxy inquiries. Proxies, as stand-ins for another - a person, an organization, an action or a process - allow for existing problems to be reconstructed into pedagogical ones - they allow for scales to be shifted and they generate holistic outcomes in the truncated duration of a semester, rather than offer piecemeal results. Proxies offer a methodology for accepting the constraints of partnered research as a way of expanding design inquiry, while remaining grounded in problems fundamental to architecture and design. More than just a substitute, proxies transmit agency. Outlined in the paper are findings from the Proxy Series, which began in 2007 as a set of research based academic inquiries focused on the exploration of emerging technologies and their reshaping of 1) design theory, 2) design process, and 3) design production. Conducted through studios, seminars, and independent research, each inquiry investigated a discrete set of issues spanning these three areas. While each is constructed to address a specific design problem within a pedagogical framework, the imposition of extra-academic considerations allowed for the pursuit of production techniques, materials research, and software experimentation, while working with partners and collaborators outside of the design discipline. As such, proxies offered an alternative formulation of the design life-cycle - one that emerged and evolved beyond conventional forms of practice or current problem solving approaches, while mirroring the aspirations of the partnered research model itself."
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Ellis, Timothy, and Yair Levy. "Towards a Guide for Novice Researchers on Research Methodology: Review and Proposed Methods." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3325.

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The novice researcher, such as the graduate student, can be overwhelmed by the intricacies of the research methods employed in conducting a scholarly inquiry. As both a consumer and producer of research, it is essential to have a firm grasp on just what is entailed in producing legitimate, valid results and conclusions. The very large and growing number of diverse research approaches in current practice exacerbates this problem. The goal of this review is to provide the novice researcher with a starting point in becoming a more informed consumer and producer of research. Toward addressing this goal, a new system for deriving a proposed study type is developed. The PLD model includes the three common drivers for selection of study type: research-worthy problem (P), valid quality peer-reviewed literature (L), and data (D). The discussion includes a review of some common research types and concludes with definitions, discussions, and examples of various fundamentals of research methods such as: a) forming research questions and hypotheses; b) acknowledging assumptions, limitations, and delimitations; and c) establishing reliability and validity.
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Susilo, Herawati, and Ahmad Kamal Sudrajat. "Improving Student’s Communication Skills Through Remad Cocoper Strategies Based on Lesson Study and Appreciative Inquiry in Quantitative Research Methodology Course." In International Conference on Learning Innovation 2019 (ICLI 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200711.007.

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Faumuina, Cecelia. "'Asi - The presence of the unseen." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.110.

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This paper considers an indigenous, methodological framework developed for my doctoral thesis, ‘Asi: The Presence of the Unseen. Defined as ‘Ngatu’ the framework employs the heliaki (metaphor) of women’s collective crafting of indigenous fabric, to structure an artistic research project. Ngatu is cloth made from the bark of the paper mulberry tree. Used for floor mats, bedding, clothing and room dividers it is also often given as a gift at weddings, funerals and formal presentations. Ngatu is considered one of Oceania’s distinctive art forms and processes. Within the study, the position of the researcher is both a creator of artistic work and a reflector on the experience and practices of other collaborators. The Ngatu framework enables a practice-led inquiry that is underpinned by indigenous principles: uouongataha (the pursuit of harmony), mālie/māfana (warmth and beauty) and anga fakatōkilalo (being open to learning). Guided by these values, the methodology employs five distinct phases: TŌ (gestation) TĀ (harvesting knowledge) NGAOHI / TUTU (preparing and expanding ideas) HOKO/KOKA’ANGA (harmonious composition), and FOAKI (presentation). The Ngatu methodology may be seen in the light of a significant discussion in 2019, where a gathering of Oceanic scholars considered a proliferation of Indigenous models of inquiry that had been developed by Pacific researchers outside of conventional Western research paradigms. Although much of the discussion focused on research emanating from Health and the Social Sciences, the use of heliaki to describe methodological approaches to artistic inquiry also has a discernible history in doctoral theses in Aotearoa/New Zealand (Pouwhare, 2020; Toluta’u, 2015; Tupou, 2018; Vea, 2015). The Ngatu methodological framework was applied to the question, “What occurs when young Oceanic people work together artistically in a group, drawing on values from their cultural heritage to create meaningful faiva (artistic performances)?” In posing this question, the thesis sought to understand how, ‘asi (the spirit of the unseen), might operate as an empowering agency for endeavour and belonging. As such, the study proposed that ‘asi which is conventionally identified at the peak of artistic performance, might be also discernible before and after such an event, and resource the energy of artistic practice as a whole. The Ngatu methodology was applied to two bodies of work. The first was a co-created project called Lila. This was developed by a team of secondary school students who produced a contemporary faiva for presentation in 2019. This case study was used in conjunction with interviews from contemporary Oceanic youth leaders, reflecting on the nature and agency of ‘asi, as it appears in their artistic workshops with young people. The second work was a performance called FAIVA | FAI VĀ. This was the researcher’s artistic response to the witnessed nature of ‘asi. The performance integrated spoken word poetry, sound, illustration and video design.
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Zapata-Cardona, Lucia, Diana Milena Escobar-Franco, Zaida Santa-Ramírez, Liliana García-Barco, and Yilton Riascos Forero. "Promoting Critical Citizenship in Professional Development of Mathematics Teachers via Statistical Investigations." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t1c2.

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This proposal studies statistical investigations as tools to promote statistical thinking and critical citizenship in the process of professional development for mathematics teachers. A qualitative methodology with a critical dialectical approach was followed. The information was produced within a professional development for in-service teachers from a public school in the northwest of Colombia. A statistical investigation that addressed CO2 emissions was implemented, and teachers of different teaching levels explored real data from the World Bank by using CODAP software. The units of analysis were the interactions of the teachers with their colleagues during the professional development. The main results exhibit evidence of statistical thinking and critical citizenship in mathematics teachers during the course of the empirical inquiry.
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Reports on the topic "Methodology of inquiry"

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Thomas, Angela. An Inquiry into the Efficiency of Carbon Pricing Policy: A study of Sweden, United Kingdom, and Japan. Web of Open Science, October 2020. http://dx.doi.org/10.37686/nsrl.v1i2.75.

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This study uses an exploratory research methodology to analyse the efficiency of carbon pricing policies in driving sustainable development by effectively reducing carbon emissions, encouraging research and development of alternative energy sources and innovations. The study also attempts to assess the impact of carbon pricing as a driver for inclusive growth. This is through the analysis of relevant indicators to evaluate the distributive policies used by the governments to mitigate the disproportionate effect of lower income households is analysed
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McCall, Jamie, Natalie Prochaska, and James Onorevole. Identifying Reasons for Small and Medium-Sized Firm Closures in North Carolina: An Exploratory Framework Leveraging Administrative Data. Carolina Small Business Development Fund, December 2022. http://dx.doi.org/10.46712/firm.closure.reasons.

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Business failure is a natural part of the development lifecycle. In a healthy economy, the formations and dissolutions of small firms drive innovation through the process of creative destruction. However, an excessive level of involuntary closures lowers both economic mobility and community social capital. We partnered with the North Carolina Secretary of State’s Office (NCSOS) to identify factors that might be driving involuntary firm closures using administrative data. This analysis outlines our recommendation to use an exploratory open-ended survey instrument which targets dissolved firm owners. We believe the methodology is indicated due to the inherent challenges of getting survey data from this population. With a relatively small number of responses, an open-ended survey would allow for a hybrid-thematic analysis framework which combines a data-driven inductive approach with a deductive theoretical (a priori) template of codes. Our recommended analysis lens complements phenomenological qualitative inquiry by connecting the respondent’s open-ended answers to theories in the business failure literature.
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